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Effective Sheltered Instruction. Re:Learning New Mexico. KWLQ. Where are we going?. Essential Question: “What proven effective teaching strategies should teachers use to connect language and content for the success of ALL students?”. Content Objective.

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Re:Learning New Mexico


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re learning new mexico

Effective Sheltered

Instruction

Re:Learning New Mexico

where are we going
Where are we going?

Essential Question:

  • “What proven effective teaching strategies should teachers use to connect language and content for the success of ALL students?”
content objective
Content Objective
  • Participants will be able to explain basic definitions for the eight Effective Sheltered Instructional Components for ALL students. (SIOP=Sheltered Instruction Observation Protocol)
language objective
Language Objective
  • Participants will be able to experience a variety of significant tasks/activities to support explanation of the eight SIOP components through the literacy processes of listening, viewing, speaking, reading, and writing.
agenda
Agenda
  • Overview
  • “Have I Got a Story For YOU!”
  • Effective Sheltered Instruction Components Meaningful Tasks
  • Lunch
  • Jigsaw/Grazing/Gallery Walk/ Presentations
  • Closure
task 1
Task #1

Have I got a story for you!

have i got a story directions
“Have I Got a Story!”Directions:
  • A. Take a story
  • B. Look at pictures
  • C. Read
  • D. Find a partner
  • E. Share your tale (Move from reading to telling)
  • F. Find a new partner and repeat 3x with new partners
processing reflection
Processing/Reflection
  • How comfortable were you the first time you told the story?
  • The final time?
  • How did you make it your own?
  • Did you all have the same sized story?
  • What does this tell us about literacy?
  • What does this tell us about learning?
  • What does this tell us about students?
reflection
Reflection

1. What was the purpose of task #1?

2. Why and how might you use this in your classroom?

literacy processes

Literacy Processes

Listening

Viewing

Speaking

(Asking & Answering)

Reading

Writing

Thinking

the question is not so much how can i teach as it is how can i support learning caleb gattegno
“The question is not so much, “How can I teach?” as it is, “How can I support learning?” ……….Caleb Gattegno
task 2

Task #2

Building Background for Sheltered Instruction

building background directions
Building Background Directions:
  • In groups discuss: What do I already do to “shelter” instruction for my students?
  • Write about what you are doing to “shelter” instruction on a Post-it
  • Post on the poster
reflection18
Reflection
  • What information did you gain as a group by doing this?
  • How can you use this task with your classes in the content you teach?
task 3
Task #3

Learning Through Multiple Intelligence

  • Get students to use as many ways of learning as possible
  • Provide opportunities to do this in groups
learning through multiple intelligence directions
Learning Through Multiple Intelligence Directions:
  • 1. In groups create a visual using a poem/song/rap that includes a metaphor or simile representing your group’s meaning of Sheltered Instruction.
  • 2. Present to large group.
slide21

Metaphor:A figure of speech containing an implied comparison.(all the world’s a stage, curtain of the night)Simile: Two dissimilar nouns are compared using “like” or “as”. (sly as a fox)

reflection22
Reflection
  • How can you use a significant task like this in your content/s?
task 4
Task #4

Summarizing Key Vocabulary

summarizing key vocabulary directions
Summarizing Key Vocabulary Directions:
  • Read through the history, format, and benefits of SIOP and highlight main ideas
  • Circle all key sheltered instruction words
  • Create a list of words to be used in a word wall
  • Create a Word Wall
effective sheltered instruction
Effective Sheltered Instruction
  • History
  • Format
  • Benefits
reflection26
Reflection
  • Why is it important to highlight main ideas for ELL students?
  • How does this process help make sense for the reader?
  • How could you apply this strategy in your content areas?
task 5
Task #5

Book Browse

  • Critically skim and scan the lay out of the SIOP book
jig saw graphic organizer grazing gallery walk directions
Jig Saw/Graphic Organizer/Grazing Gallery Walk Directions:
  • Number off from 1 – 8
  • Find your number group. Be responsible for the information as follows:

1. Lesson Preparation (Planning)

2. Building Background

3. Comprehensible Input

4. Strategies

5. Interaction

6. Practice/Application

7. Lesson Delivery

8. Review/Assessment (Reflection)

directions continued
Directions--continued
  • Browse your chapter
  • Create a graphic organizer (provide models of master copies for ideas)
  • Put in poster form
  • Do a gallery walk to graze information
reflection30
Reflection
  • List all the positive ideas you gained from doing this significant task.
  • How could you use this in your classroom?
  • What skills were used in this task?
  • How does this task address the needs of ALL learners?
  • How does this lesson provide success for all students?
daily assessment for objectives exit cards
Daily Assessment for Objectives: Exit Cards

On an index card at your table, write the 8 components of SIOP. Include a brief description of what you learned about each component. Drop this in the Exiting Card Basket by the door before you leave.

rubric overview
Rubric Overview

http://apex1.inetu.net/horizon_ped/src

Survey Link

return to the kwlq chart
Return to the KWLQ Chart
  • Fill in the L (What I Learned) and Q (Questions I still have) with Post-it
  • Do the evaluation
slide34
“You can lead a horse to water but you can’t make him drink. If you make him thirsty, however, he will eat sand from your hand.”
contact
Contact

Re:Learning New Mexico

505-983-0404

Fax: 505-989-3882

130 Siringo Road Suite 203

Santa Fe, New Mexico 87505

patriciacloud@relnm.org